CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st
Unit: Capitalization
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Concepts/Content
Rule #1: Capitalize the first word
Rule #2: Capitalize names, initials, and titles of people
Rule #3: Capitalize designations of time
Rule #4: Capitalize the names of places
Rule #5: Capitalize names of other nouns and proper
adjectives
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Desired Outcomes
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
- Identify and make corrections to capitalization errors in
writing during the editing process
- Appropriately use and apply the 5 capitalization rules to
every day writing
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st
Unit: Paragraphing
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Concepts/Content
Why paragraphing is important and how to use
paragraphs
Paragraphing vocabulary terms and definitions:
- Paragraph
- Topic sentence
- Key word(s)
- Supporting sentences
- Supporting details
- Conclusion
- Signal words/transition words
The parts of the paragraph
Proofreading, editing, and revising of writing
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Desired Outcomes
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information:
- Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are
logically grouped to support the writer’s purpose
- Provide logically ordered reasons that are supported by
facts and details
- Link opinion and reasons using words, phrases, and
clauses
- Provide a concluding statement or section related to the
opinion presented
Write informative/expository texts to examine a topic
and convey ideas and information clearly:
- Introduce a topic clearly, provide a general observation
and focus, and group related information logically;
include formatting, illustrations, and multimedia when
useful to aiding comprehension
- Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to
the topic
- Link ideas within and across categories of information
using words, phrases, and clauses
- Use precise language and domain-specific vocabulary to
inform about or explain the topic
- Provide a concluding statement or section related to the
information or explanation presented
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
CIS Curriculum Maps 2014
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and clear event sequences:
- Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
event sequence that unfolds naturally
- Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show
the responses of characters to situations
- Use a variety of transitional words, phrases, and clauses
to manage the sequence of events
- Use concrete words and phrases and sensory details to
convey experiences and events precisely
- Provide a conclusion that follows from the narrated
experiences or events
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
CIS Curriculum Maps 2014
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Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st
Unit: 4 Types of Sentences
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Concepts/Content
Each type of sentence, its purpose, and the
appropriate punctuation
- Declarative
- Interrogative
- Exclamatory
- Imperative
Using each type of sentence in every day writing
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Desired Outcomes
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information
Write informative/expository texts to examine a topic
and convey ideas and information clearly
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st to 2nd
Unit: Run-on Sentences, Sentence Fragments, & Improperly Joined Sentences
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Concepts/Content
Identifying run-on sentences, sentence fragments, and
improperly joined sentences in writing
Developing new sentences from run-on sentences,
sentence fragments, and improperly joined sentences
in writing
Avoiding the use of run-on sentences, sentence
fragments, and improperly joined sentences in writing
Composing various pieces of text without using run-on
sentences, sentence fragments, and improperly joined
sentences
Simple and complete subjects
Simple and complete predicates
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Desired Outcomes
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information
Write informative/expository texts to examine a topic
and convey ideas and information clearly
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 2nd
Unit: Narrative Writing
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Concepts/Content
What narrative writing is and its purpose
Narrative story including all the key elements (i.e., plot,
character, setting, conflict/resolution, transitions,
dialogue, etc.)
Narrative story using appropriate subject-verb
agreement and correct verb tenses throughout
3 Smiley Face Tricks (figurative language, Magic 3,
and hyphenated modifier)
Peer editing a partner’s essay to look for errors and all
the key elements of the story
Give constructive criticism and suggestions on ways to
improve a partner’s story
Use a partner’s peer editing criticism to make revisions
to one’s own narrative story
Type the story using appropriate keyboarding skills
The writing process
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Desired Outcomes
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences:
- Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
event sequence that unfolds naturally
- Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show
the responses of characters to situations
- Use a variety of transitional words, phrases, and clauses
to manage the sequence of events
- Use concrete words and phrases and sensory details to
convey experiences and events precisely
- Provide a conclusion that follows from the narrated
experiences or events
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
CIS Curriculum Maps 2014
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single sitting
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 2nd
Unit: Parts of Speech—Nouns
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Concepts/Content
A noun and its purpose
Common and proper nouns
Concrete and abstract nouns
Using nouns appropriately in writing with correct
capitalization
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Desired Outcomes
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Pronouns
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Concepts/Content
Pronouns and their function in a sentence:
- Personal pronouns
- Possessive pronouns
Changing nouns into pronouns to prevent noun
repetition
Using pronouns appropriately in writing
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Desired Outcomes
Demonstrate commands of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Verbs
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Concepts/Content
Verbs and their purpose
- Action verbs
- Helping verbs
- Linking verbs
Various verb tenses and how they affect sentence
meanings
Locate and correct inappropriate verb tense usage
during the editing process of writing
Using verbs appropriately in writing
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Desired Outcomes
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking:
- Form and use the perfect verb tenses
- Use verb tense to convey various times, sequences,
states, and conditions
- Recognize and correct inappropriate shifts in verb tense
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Adjectives
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Concepts/Content
Adjectives and their purpose in writing:
- Regular adjectives
- Proper adjectives
- Comparative adjectives
- Superlative adjectives
Understanding the adjective questions:
- How many?
- Which one?
- What kind?
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Desired Outcomes
Demonstrate commands of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Adverbs
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Concepts/Content
Adverbs and their purpose in writing
Various ways adverbs are used in a sentence
Understanding the adverb questions:
- How?/In what manner?
- When?/How often?
- Where?/In what direction?
- Why?/Under what condition?
Adverbial phrases
Using adverbs to add detail to writing
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Desired Outcomes
Demonstrate commands of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Conjunctions
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Concepts/Content
Conjunctions and their function in a sentence
Using conjunctions appropriately in writing
- Coordinating conjunctions
- Correlative conjunctions
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Desired Outcomes
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking:
- Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences
- Use correlative conjunctions
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Interjections
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Concepts/Content
Interjections and their functions
How interjections put emphasis on the meaning of a
sentence
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Desired Outcomes
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking:
- Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd
Unit: Prepositions
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Concepts/Content
Prepositions and their purpose in writing
Prepositional phrases and their purpose in writing
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Desired Outcomes
Demonstrate commands of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 3rd to 4th
Unit: Persuasive/argumentative Writing
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Concepts/Content
What persuasive writing is and its purpose
Persuasive essay including all the key elements (i.e.,
topic, opinion, facts/research/reasons, rebuttal
statement, etc.)
Conducting research through a variety of printed and
digital sources
Include a direct quote from a reliable source to give
support
Take notes and paraphrase information from various
sources through research
Peer editing a partner’s essay to look for errors and all
the key elements of persuasive writing
Give constructive criticism and suggestions on ways to
improve a partner’s essay
Use a partner’s peer editing criticism to make revisions
to one’s own persuasive essay
Create a works cited
Type the essay using appropriate keyboarding skills
The writing process
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Desired Outcomes
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information
Recall relevant information from experience or gather
relevant information from print and digital sources;
summarize or paraphrase information in notes and
finished work, and provide a list of sources
Draw evidence from literary or informational texts to
support analysis, reflection, and research
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
CIS Curriculum Maps 2014
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o
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Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 1st/4th
Unit: Expository Writing
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Concepts/Content
What expository writing is and its purpose
Conducting research through a variety of printed and
digital sources
- Biography flip book
- American Revolution letter
Take notes and paraphrase information from various
sources through research
Include a direct quotation from a reliable source and
punctuate it correctly
Peer editing a partner’s work to look for errors and all
the key elements of the expository writing
Give constructive criticism and suggestions on ways to
improve a partner’s expository writing
Use a partner’s peer editing criticism to make revisions
to one’s own expository writing
Create a works cited
Type the sections for the biography flip book using
appropriate keyboarding skills
The writing process
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Desired Outcomes
Write informative/explanatory texts to examine a topic
and convey ideas and information clearly
Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting
Conduct short research projects that use several
sources to build knowledge through investigation of
different aspects of a topic
Recall relevant information from experience or gather
relevant information from print and digital sources;
summarize or paraphrase information in notes and
finished work, and provide a list of sources
Draw evidence from literary or informational texts to
support analysis, reflection, and research
Write routinely over extended time frames (time for
CIS Curriculum Maps 2014
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research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
Use knowledge of language and its conventions when
writing, speaking, reading, or listening
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships
CIS Curriculum Maps 2014
Class Title: English
Grade Level: Fifth
Nine Weeks: 4th
Unit: Commas
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Concepts/Content
Identifying and correcting comma errors in writing
during the editing process
Appropriately use and apply the comma rules to every
day writing
- Separate items in a list of 3 or more
- Separate independent clauses when they are
joined with a conjunction
- Separate a dependent clause from an independent
clause
- Separate any word/phrase from the rest of the
sentence that is not essential to the sentence’s
meaning
- Separate a quotation from the rest of the sentence
- Separate an introductory element from the rest of a
sentence
- Separate the name of a city from a country or state
- Separate the day of the week, the day of the
month, and the year
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Desired Outcomes
Demonstrate the command of the conventions of
standard English capitalization, punctuation, and
spelling when writing
CIS Curriculum Maps 2014